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Standards-based curriculum: implications for teaching content and classroom discourses
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (Studien in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this paper is to explore how international educational policy embedded in the structure and content of curriculum transforms into certain patterns in classroom teaching. The following two research questions are formulated: How can classroom discourse be understood as part of a wider context of international education policy codified through national and classroom curriculum? How does international policy of standards-based curriculum influence teaching repertoires? The version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can best be defined as directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements.

Place, publisher, year, edition, pages
2019.
Keywords [en]
classroom discourse, classroom research, standards based curriculum
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-87036OAI: oai:DiVA.org:lnu-87036DiVA, id: diva2:1339695
Conference
American Educational Research Association Congress, AERA, Toronto, April 5-9.
Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-07-30

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CiteExportLink to record
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  • apa
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